Geodesic
Peer pressure effect on student teachers’ affective relationship with problem posing
Didactica Mathematicae, Tome 43 (2021), pp. 81-87 Cet article a éte moissonné depuis la source Annales Societatis Mathematicae Polonae Series

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In this paper, we investigate the effect of peer pressure on the affective relationship of student teachers with problem posing both as a learning task and as a teaching method. We report on the affective transformations about problem posing that occur during their interactions with their peers, attempting to identify potential factors that may facilitate the incorporation of problem posing in the future teaching practices repertoire
DOI : 10.14708/dm.v43i1.7117
Mots-clés : peer influence, preservice teachers, problem posing, affect 
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     author = {Bozena Maj-Tatsis and Konstantinos Tatsis and Andreas Moutsios-Rentzos},
     title = {Peer pressure effect on student teachers{\textquoteright} affective relationship with problem posing},
     journal = {Didactica Mathematicae},
     pages = { 81--87},
     year = {2021},
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     doi = {10.14708/dm.v43i1.7117},
     language = {pl},
     url = {http://geodesic.mathdoc.fr/articles/10.14708/dm.v43i1.7117/}
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Bozena Maj-Tatsis; Konstantinos Tatsis; Andreas Moutsios-Rentzos. Peer pressure effect on student teachers’ affective relationship with problem posing. Didactica Mathematicae, Tome 43 (2021), pp.  81-87. doi: 10.14708/dm.v43i1.7117

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